Narrowing the teaching-research gap by integrating undergraduate education and faculty scholarship

Abstract

Understanding and enjoying research can be facilitated by doing research with those we teach. By engaging undergraduate students as research participants, and converting a classroom assignment into a research project, the present author was able to narrow the teaching-research gap. 'Letters of Gratitude' were written to explore the benefits of being a benefactor and highlight important course content. Results indicated that students enjoyed participating in the process and showed increased interest in research. In addition, statistical group differences in subjective well-being were found between students who participated in the experimental and control groups.

Keywords

• research-teaching
• integrating research and teaching
• role
• education
• letters
• writing
• gratitude